First Impressions: Developing Critical Consciousness in Counselor Training Programs

The Teaching Alliance in Multicultural Counseling Course Education: A Framework for Examining and Strengthening the Student-Instructor Relationship

“…But making efforts to also challenge that oppression, whether through leadership (Cheshire 2013) or advocacy (Steele 2008), might help counteract such reactions, thereby possibly safeguarding a positively charged student-instructor relationship and classroom milieu. Learning goals in multicultural counseling are essentially life-long processes (Brown and Perry 2011;Frank and Cannon 2010;Locke and Faubert 1999). Ongoing assessments are important as they can help determine optimal objectives to pursue.…”

From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education

“…Further, a corollary insinuation is a -that-was-then-this-is-now‖ perspective, which presumes that marginalized groups should -get over‖ their feelings about insubordination because it is ancient history. According to Brown and Perry (2011), many privileged individuals find it hard to acknowledge that racism and oppression still exist; thus, it is imperative that students accept accountability for their roles in maintaining the status quo and empower themselves and others to challenge systems of oppression (p. 2). For White students, this refers to an understanding of their Whiteness as a racial identity not only because of privilege, but also because of the coercive manner in which White elites constructed and maintained a racial hierarchy that allowed some to benefit from Whiteness while others remain perpetually removed (Casey, 2011, p. 6).…”

“…It is critical for professors to take leadership to incorporate a social justice framework into their praxis, both in classrooms and in the field (Brown & Perry, 2011). Microaggressions experienced within the context of graduate school impact relationships and learning, potentially undermining the short and long term effectiveness of the students and faculty experiencing them.…”

“…It is a gross misperception that a social work practitioner can be heterosexist, racist or transphobic and also develop genuinely supportive and transformative relationships with gay, lesbian, bisexual, queer, transgender, questioning and clients or communities of color (Brown & Perry, 2011;Spanierman, Armstrong, Poteat & Beer, 2006). Therefore, it is essential for social work educators to value, practice and teach students to practice reflexivity, recognizing the bidirectional reciprocity of a therapeutic relationship (Casey, 2011).…”

The Teaching Alliance as a Framework for Advancing a Relationally Oriented and Jesuit Inspired Teaching and Research Agenda

“…Taking interest in a student and his or her perspective begins on the first day of class. For example, Brown and Perry (2011) discussed the relational benefits of collaboratively exploring with students norms and guidelines for safe participation in a graduate-level counselor education class. The authors emphasized the importance of gathering the students' opinions on what they themselves believed were important group norms.…”